The computer programme 'Living Letters' is designed to make children aware that letters in written words relate to sounds in spoken words, with their proper names as a starting point.
This study’s main aim is to test whether children’s learning behaviour explains why they do not benefit from a literate environment.
In a series of studies with 3-6 year-olds we test how familiarity with the name adds to basic reading skills.
Book reading may intensify three-year-old children’s experiences with a rather complex vocabulary and grammar but do they benefit?
In a series of meta-analyses we test effects of qualitative aspects of bookreading and new forms of story encounters.
The current study examines experimentally whether regularly visiting book-based programmes on internet sites supports literacy of children just as storybook reading at home or in educational settings and whether younger and older children profit equally.
This study tests whether behavioural problems at a young age are related to early reading and mathematics development.
Students with learning problems experience difficulties in reading, writing, and content-area learning into and throughout their secondary-school years